scholarly journals «FORMAL» AND «NON-FORMAL» EDUCATION IN UKRAINE IN THE CONTEXT OF NEW SOCIO-CULTURAL CHALLENGES

2020 ◽  
Vol 7 (43) ◽  
pp. 61
Author(s):  
M. A. Sukholova
Keyword(s):  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Cultural Challenges ◽  
Educational Achievements ◽  
The Difference ◽  
Basic Approaches ◽  
The Right ◽  
Official Recognition

The article discusses the definitions of «formal» and «non-formal» education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The author outlines the semantic field of «lifelong learning» in the coordinates of interdisciplinary research, basic approaches and interpretations of scientists. The author determines essential characteristics of formal, non-formal and informal education; identifies their priorities and key differences that identifies one type from another: formal education from non-formal – the difference lies in the fact that the latter is an addition or an alternative to the formal, as well as in the official recognition or non-recognition by the state or authorized non-state qualification bodies obtained on the basis of educational achievements. The distinctive feature of informal education is that it is not institutionalized and possesses such features as: a period of study, age, gender, regional, religious characteristics, the right to choose an educational institution or facility, training program or field of study, educational and professional programs.Key words: lifelong learning, non-formal education, formal education, informal education.

scholarly journals "FORMAL" AND "NON-FORMAL" EDUCATION IN THE DIFFERENTIATION OF INTRINSIC PROPERTIES

2019 ◽  
pp. 76-89
Author(s):  
Volodymyr Slabko ◽  
Marianna Marusynets ◽  
Olga Strelnik
Keyword(s):  
Interdisciplinary Research ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Lifelong Education ◽  
Intrinsic Properties ◽  
Professional Programs ◽  
The Difference ◽  
Basic Approaches ◽  
The Right

The article analyzes the definitions of "formal" and "non- formal" education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The meaningful field of "lifelong education" in the coordinates of interdisciplinary research and basic approaches and interpretations of scientists is outlined. The essential characteristics of formal, non-formal and informal education are determined; their priorities and key differences that distinguish them from one another: formal education from non-formal education (alternative to formal education). The difference between information education is that it is not institutionalized, but also in terms of: term of study, age, gender, regional, religious, as well as the right to choose an educational institution or educational institution, field of training and specialty, educational and educational - professional programs.

scholarly journals LIFELONG LEARNING AS A PRIORITY AREA AND A CONDITION FOR SUCCESSFUL PERSONAL CAREER DEVELOPMENT

2021 ◽  
pp. 466-472
Author(s):  
Elmira Sabirovna Pshembayeva ◽  
Nelli Emilevna Pfeifer
Keyword(s):  
Career Development ◽  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education ◽  
Basic Principles ◽  
The Republic ◽  
The Individual ◽  
Personal Career ◽  
Education Process ◽  
Individual Human

The article is devoted to the study of the organization of lifelong learning process as a condition for the individual’s successful career development. The importance of the accession of the Republic of Kazakhstan to the European educational space is determined. Continuity of the education process, today, is one of the basic principles in the educational policy of Kazakhstan. The article presents the characteristics of such concepts as «formal education», «non-formal education», «informal education», according to the special terminology of UNESCO (formal education is a process of acquiring knowledge that takes place in a well-organized and hierarchically ordered context, culminating in the issuance of a state sample; non-formal education, in turn, is characterized by the acquisition of knowledge outside the specialized educational space; informal education is an individual human activity aimed at the cognitive process and does not always have a specific result). The article proves the need to merge formal, non-formal and informal education, which, in turn, makes it possible to prepare a person for life in a rapidly changing environment and ensure full-fledged career development of the individual, preserving his individuality, and satisfying his career and life needs.

SOCIAL AND ECONOMIC ASPECTS OF RECOGNITION AND VALIDATION OF NON-FORMAL ADULT LEARNING SYSTEM IN GREECE

2020 ◽  
pp. 633-659
Author(s):  
Miltiadis STABOULIS ◽  
Ιrene LAZARIDOU ◽  
Lemonia BOUTSKOU
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Informal Education ◽  
Formal Education ◽  
Social Inequalities ◽  
Community Education ◽  
Learning System ◽  
Educational Activity ◽  
Educational Systems ◽  
Strong Trend

Non-formal and informal aspects of education are nowadays related to the concepts of recurrent and lifelong learning, as literature significantly supports the importance of education, learning and training that takes place outside typical educational institutions. As lifelong learning is the master concept that could shape educational systems and economies, non-formal education includes any organized educational activity outside the established formal systems that serves identifiable learning objectives, while informal education refers to the lifelong process where every individual acquires knowledge, attributes, skills, values and behaviors from daily life’s experience. Furthermore, as there is currently a strong trend worldwide, to include similar practices in internal policy strategies, new alternative terms arise such as community learning, community education, etc. together with many pilot initiatives. During the recent years, such initiatives have already taken place in many countries, proving that similar actions could greatly contribute to individuals’ knowledge and skills enhancement as well as help in mitigating social inequalities, tackle unemployment, achieve a better match between jobs and skills, and thus improve employment through economic development by supporting human capital productivity. Due to the promising advantages of the organized establishment of non-formal and informal education, the present paper focuses on a thorough analysis of the aforementioned concepts and describes the initiative of a relevant research in Greece, conducted by the authors. The research consists of two parts, one that includes a reliable and representable sample of educational organizations (bodies), examining the current ways used to support and certify certain fields of informal education, noting the typical ways currently used to recognize non-formal and informal learning as well as an additional sample of individuals (beneficiaries) that are interested in further support, validation and certification of non-formal education and informal acquired learning. The results are expected to contribute to the process of highlighting information on the intensity of the demand for recognition of prior knowledge through mediation certification procedures by adult education organizations, as well as to the submission of proposals for the operation of the relevant national mechanisms under development in Greece, according to the European Directive 2012.

The History of Nonformal and Informal Education

2019 ◽  
pp. 538-553
Author(s):  
Andrew Grunzke
Keyword(s):  
Young People ◽  
Research Methods ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Social Institutions ◽  
Popular Media ◽  
Educational Institutions ◽  
Educational History ◽  
History Of

Despite being older and more pervasive than formal education, the history of nonformal and informal education is less fully examined by historians of education. This chapter explores the unique opportunities and challenges experienced by historians studying nonformal and informal education. The spectrum of nonformal and informal education is incredibly diverse and includes the set of all social institutions that serve to shape an individual’s knowledge and values. It spans museums and libraries, popular media, and even casual relationships between young people and more experienced members of their communities. The study of the history of nonformal and informal education brings to the fore ontological questions about educational history, including what counts as an educational institution, the differences between education and entertainment, and whether the same research methods that apply to the study of formal educational institutions can be applied to the study of their less formal counterparts.

scholarly journals PERANAN MADRASAH DALAM MENINGKATKAN KEMAMPUAN BAHASA ARAB SEBAGAI BAHASA INTERNASIONAL

2018 ◽  
Vol 19 (2) ◽  
pp. 225
Author(s):  
Risvia Vahrotun Nisa’
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Foreign Language Learning ◽  
Arab Countries ◽  
Educational Institutions ◽  
Public Places ◽  
International Language

Madrasah is one form of Islamic educational institution that has a long history, originated from an informal education in the form of da'wah Islamiyah, then increased in the form of halaqah, until finally developed in the institution of formal education in the form of madrasah. Among one of the Islamic educational institutions that teach Arabic is Madrasah starting from Ibtida'iyah, Tsanawiyah, and Aliyah levels. In these three levels of education Arabic is presented in a classical manner with different materials tailored to their respective levels. Politically-internationally, Arabic has now been recognized as an international language and is also used as one of the official diplomatic languages ​​in the United Nations (UN) forum. Some non-Arab countries in the world, such as Malaysia, have even acknowledged Arabic in their country and give an appreciation of the existence of Arabic writing in public places. As a branch of science that stands alone, Arabic has a unique systematic and structure. Arabic learning is generally the same as other foreign language learning, which aims to achieve four kinds of skills, namely listening, speaking, reading, and writing. The skill is achieved by a learning process involving important elements such as curriculum, teaching materials, teachers, teaching methods and learning, as well as learning facilities.

scholarly journals WANITA KARIER DAN PEMBINAAN GENERASI MUDA

2018 ◽  
Vol 11 (1) ◽  
pp. 111-131
Author(s):  
Ahdar Djamaluddin
Keyword(s):  
Role Models ◽  
Informal Education ◽  
Formal Education ◽  
Active Role ◽  
Young Generation ◽  
Career Women ◽  
The People ◽  
The Right ◽  
Career Woman

This article examines the effectiveness of career women in fostering young generation families. When he becomes a career woman, he considers that household harmony will not be realized especially in guiding his children especially to the people of Watansoppeng. The study found that career women in Watansoppeng played an active role in coaching young people through formal education by choosing the right school, intense communication with teachers and participation with children's social activities in school and through informal education such as sharing roles with husbands, being role models and application of discipline to family members. Increasing the role of career women in fostering the younger generation through formal and informal education in Watansoppeng through approaches to career women themselves, to husbands as heads of families, approaches to children approach to pengutan function and finally approaches through problem solving and approaches through religion and local culture.

Lifelong Learning as Form of Human Resources Development

2014 ◽  
Vol 33 (3) ◽  
pp. 36-51
Author(s):  
Štefan Hečko ◽  
Radim Řihák ◽  
Vojtěch Malátek
Keyword(s):  
Human Resources ◽  
Lifelong Learning ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Secondary Analysis ◽  
Point Of View ◽  
Human Resources Development ◽  
Lifelong Education ◽  
Resources Development

The article deals with the issue of lifelong education from the view point of the develop‑ ment of the personality of an individual. Nowadays development of national economies is not possible without continuous increasing of the level of education of workers – human resources. Lifelong education thus inevitably interferes into the life of every individual, regardless of their age, sex or job position. These are fundamental starting points from which the article comes out. The objective of the paper is to show that in present days lifelong education has a non‑substitutable place in the development of human resources. The partial objective is to analyze the concept of lifelong learning from the concept point of view both theoretically and on the basis of the secondary analysis of the representative research according to the results publicized by the Czech Statistical Office and to empha‑ size the importance of formal, non‑formal and informal education in the development of human resources and employment. The set goal is achieved by means of clarifying the EDUCATION OF ECONOMISTS AND MANAGERS No. 3 (33) 2014_Rihak_Malatek_Hecko 36 Radim Řihák, Vojtěch Malátek, Štefan Hečko term lifelong education, understood as interconnection of the possibility of educating in formal (school) and non‑formal (out‑of school) sector in one unit, concurrently there are used national (Czech) and international documents, dealing with lifelong learning and passages between education and employment. The necessity of the conceptual intercon‑ nection of the educational system is the prerequisite for enabling acquiring qualifications in various ways, and that is in the course of the whole life of an individual. In the first part the article than deals with theoretical basis of lifelong education, which it comes out from the analysis of documents of significant European and world institutions, as from the Memorandum of the EU on lifelong learning, from  documents of the OECD, from the concept of permanent education of the Council of Europe or from the conceptual document Learning to be issued by the organization of the UNESCO. Through analysis of the documents and further literary sources the authors embark on the description of the contemporary concept of lifelong education which has been applied since the 1990s century. The fundamental issue of professional education and preparation to usability in the job life is in this concept. The second part of the article analyses statistical data related to single forms of lifelong education – formal education, non‑formal education and informal education from the point of view of the human resources development. The article presents concrete data on involvement of employees and employers into the process of lifelong learning, whereas its conclusion summarizes the solved issue and reaches the number of interesting pieces of knowledge.

scholarly journals Pengembangan Standarisasi Pondok Pesantren

Nadwa ◽  
2013 ◽  
Vol 7 (1) ◽  
pp. 71 ◽  
Author(s):  
Umar Sidiq
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Education Standards ◽  
Religious Knowledge ◽  
National Education ◽  
National Examination ◽  
Education Outcomes ◽  
National Education System ◽  
The Government

<p>Pesantren as a forerunner to the original Indonesian educational institution just legally recognized in 2003 through the National Education Law No. 20/ 2003. The pesantren educations that were initially oriented only on deepen-ing religious knowledge have begun to include general subjects. The inclu-sion of these subjects is expected to expand the horizons of students’ thought in which they will also take the national examination held by the govern-ment. The informal education outcomes are appreciated to be equivalent to formal education after passing the assessment of equivalency process con-ducted by agencies appointed by the government or local authorities by ref-erence to national education standards. The pesantren has a special place and position in the national education system. Therefore, the pesantren should always make improvements and increase its education quality.<br /><br /><strong>Abstrak</strong></p><p>Pesantren sebagai cikal bakal lembaga pendidikan yang asli Indonesia baru mendapat pengakuan secara yuridis pada tahun 2003 melalui UU Sisdiknas No. 20 Tahun 2003. Pendidikan pesantren yang pada mulanya hanya berorientasi pada pendalaman ilmu agama semata-mata mulai memasukkan mata pelajaran umum. Masuknya mata pelajaran ini diharapkan untuk memperluas cakrawala berpikir para santri dan biasanya pula para santri mengikuti ujian negara yang diadakan oleh pemerintah. Hasil pendidikan nonformal dapat dihargai setara dengan hasil program pendidikan formal setelah melalui proses penilaian penyetaraan oleh lembaga yang ditunjuk oleh pemerintah atau pemerintah daerah dengan mengacu pada standar nasional pendidikan. Posisi pesantren dalam sistem pendidikan nasional memiliki tempat dan posisi yang istimewa. Karena itu, sudah sepantasnya jika kalangan pesantren terus berupaya mela-kukan berbagai perbaikan dan meningkatkan kualitas serta mutu pendidikan di pesantren.<br /><br /></p>

scholarly journals НЕФОРМАЛЬНА ТА ІНФОРМАЛЬНА ОСВІТА ХОРЕОГРАФІВ В УКРАЇНІ

2021 ◽  
pp. 320-324
Author(s):  
Т. О. Разуменко
Keyword(s):  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education

The article considers the concepts of lifelong learning, non-formal and informal education, features of lifelong learning in Ukraine, its forms in the context of coronavirus pandemic, development formats: «embedded» in the system of formal education, complete it or be a driver of changes for it.

scholarly journals WANITA KARIER DAN PEMBINAAN GENERASI MUDA

2018 ◽  
Vol 11 (1) ◽  
pp. 111-131
Author(s):  
Ahdar Djamaluddin
Keyword(s):  
Role Models ◽  
Informal Education ◽  
Formal Education ◽  
Active Role ◽  
Young Generation ◽  
Career Women ◽  
The People ◽  
The Right ◽  
Career Woman

This article examines the effectiveness of career women in fostering young generation families. When he becomes a career woman, he considers that household harmony will not be realized especially in guiding his children especially to the people of Watansoppeng. The study found that career women in Watansoppeng played an active role in coaching young people through formal education by choosing the right school, intense communication with teachers and participation with children's social activities in school and through informal education such as sharing roles with husbands, being role models and application of discipline to family members. Increasing the role of career women in fostering the younger generation through formal and informal education in Watansoppeng through approaches to career women themselves, to husbands as heads of families, approaches to children approach to pengutan function and finally approaches through problem solving and approaches through religion and local culture.

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